The Journal of Technology Studies最新文献

{"title":"An Investigation of Measurement Uncertainty of Coordinate Measuring Machines (CMMs) by Comparative Analysis","authors":"Jayson S. Minix, H. Chapman, N. Joshi, A. Zargari","doi":"10.21061/JOTS.V42I1.A.5","DOIUrl":"https://doi.org/10.21061/JOTS.V42I1.A.5","url":null,"abstract":"This paper is a critical meta-analysis of mobile learning research based on qualitative descriptions of meta-analyses of m-learning research studies published between 2009 and 2013. The study covered in this paper looks at the conceptual frameworks and theories underpinning mobile learning research studies, the global experiences of using mobile digital devices for learning, and the factors enhancing or hindering the acceptance and use of mobile digital devices for learning in higher education. The study concludes that without reference to theoretical and pedagogical issues, including the design of m-learning, studies of m-learning will not necessarily further our understanding of how m-learning can contribute to successful learning outcomes globally.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"565 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115863320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educators’ Resistance to the Technology and Engineering Education Transition","authors":"Kenneth L. Rigler","doi":"10.21061/JOTS.V42I1.A.4","DOIUrl":"https://doi.org/10.21061/JOTS.V42I1.A.4","url":null,"abstract":"The purpose of the qualitative grounded theory study was to explore why industrial arts educators resisted organizational change to technology and engineering education. An exploratory, grounded theory method was used to identify new theory related to educators’ resistance because the current literature did not provide a theoretical perspective about why industrial arts educators have resisted the change. The sampling frame was derived from a database of 379 secondary technology and engineering education teachers in the state of Kansas, and a sample size of 13 participants was needed to reach theoretical saturation of the phenomenon. The data for the study was collected through observations and face-to-face semi-structured interviews with in-service industrial education teachers. Data collected from the observations and interviews were analyzed using the threephase classic grounded theory coding technique. Data analysis and interpretation resulted in the emergence of three substantive theories related to the study phenomenon: (a) inefficacious transition to technology and engineering education, (b) value for technical learning, and (c) industry demand-based change. keywords: educator resistance, technology education, engineering education, industrial arts, grounded theory EDUCATOR RESISTANCE TO THE TECHNOLOGY AND ENGINEERING EDUCATION TRANSITION Technology and engineering education is a school discipline that has a century-long history of being redefined (Asunda & Hill, 2008). With each transition, the theoretical place and purpose of the discipline within the schools has been modified, which has created a growing gap between the discipline’s theory and practice (Lauda, 1984; Wright, Washer, Watkins, & Scott, 2008). Even though program titles within the discipline have changed from industrial arts to technology and engineering education, there are still a significant number of secondary industrial arts educators who continue to teach from a traditional industrial arts curriculum (Kelley & Wicklein, 2009; Spencer & Rogers, 2006), and as a result they have resisted this transition (Sanders, 1997; Spencer & Rogers, 2006; Wright et al., 2008). Despite significant efforts from the International Technology and Engineering Education Association (ITEEA) to establish technology education as a broadbased academic core discipline for technology literacy, it has often remained as an elective under the umbrella of career and technical education (Dugger & Johnson, 1992; Wright et al., 2008). These discrepancies have created division among professionals in the field and confusion regarding the overall purpose of the discipline (Katsioloudis & Moye, 2012; Wicklein & Hill, 1996).","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130598169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Critical Meta-Analysis of Mobile Learning Research in Higher Education","authors":"H. Al-Zahrani, K. Laxman","doi":"10.21061/JOTS.V41I2.A.1","DOIUrl":"https://doi.org/10.21061/JOTS.V41I2.A.1","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133701122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The 2014 Paul T. Hiser Exemplary Publication Award Recipients","authors":"J. Ulmer, Doug Koch, Troy E. Ollison","doi":"10.21061/jots.v41i2.a.4","DOIUrl":"https://doi.org/10.21061/jots.v41i2.a.4","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"460 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126999274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Applying the Congruence Principle of Bloom's Taxonomy to Develop an Integrated STEM Experience through Engineering Design","authors":"Paul A. Asunda, S. Ware","doi":"10.21061/jots.v41i2.a.3","DOIUrl":"https://doi.org/10.21061/jots.v41i2.a.3","url":null,"abstract":"The concepts of interdisciplinary integration are interconnected beyond a theme, such that they cut across subject areas and focus on interdisciplinary content and skills, rather than subject-based content and skill (Drake, 1991; 1998; Jacobs, 1989). However, in today’s learning environments, learning outcomes that teachers anticipate from their students and instruction are tied to educational standards. According to the principle of congruence in instructional design, in any situation, learning goals, anticipated outcomes, instructional strategies, and assessment methods should be carefully matched when designing a learning episode. To this end, this article presents a thought process by which the engineering and technology, science, and math teachers may reflect upon when preparing an integrated STEM course utilizing an engineering design process and the congruence principle of Bloom’s taxonomy.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132839250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of a Nuclear Energy Production Technology Program","authors":"Kenneth W. Flowers, R. Zinser","doi":"10.21061/JOTS.V41I2.A.2","DOIUrl":"https://doi.org/10.21061/JOTS.V41I2.A.2","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114352287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The “Who, What, and How Conversation”: Characteristics and Responsibilities of Current In-service Technology and Engineering Educators","authors":"J. Ernst, T. Williams","doi":"10.21061/JOTS.V41I1.A.6","DOIUrl":"https://doi.org/10.21061/JOTS.V41I1.A.6","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129064867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the Demographics and Preparation Experiences of Foundations of Technology Teachers","authors":"Tyler S. Love","doi":"10.21061/JOTS.V41I1.A.7","DOIUrl":"https://doi.org/10.21061/JOTS.V41I1.A.7","url":null,"abstract":"When the Standards for Technological Literacy were released in 2000, Technology and Engineering (T&E) educators were expected to integrate concepts from other content areas within the context of engineering design and problem solving (ITEA/ITEEA, 2000/2002/2007). Fourteen years later, the Next Generation Science Standards called for science educators to teach engineering content and practices within their curricula (NGSS Lead States, 2014). These integrative standards have increased the demands placed on preand in-service teacher preparation efforts to ensure science and T&E educators are properly prepared to teach cross-disciplinary concepts. However, requisite for suggesting changes to adequately prepare educators for teaching such concepts, the demographics and preparation experiences of those teaching within these content areas must be thoroughly examined. This is especially important in T&E T&E educators than openings in the United States (Moye, 2009). Given this shortage it begs to question, “What are the demographic and preparation experiences of those tasked with teaching T&E courses?” This study examined the demographic and background characteristics of 55 individuals who were teaching Foundations of Technology (FoT), the International Technology and Engineering Furthermore, this research investigated the types and amount of formal and informal preparation experiences that participating FoT teachers completed within science and T&E education. among the preparation experiences of those recommendations to better prepare FoT teachers for integrating science concepts were suggested.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117128627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the Cost Effectiveness of LEED Certified Homes in Kentucky","authors":"Sanjeev Adhikari, Stephen Glossner, H. Chapman","doi":"10.21061/JOTS.V41I1.A.2","DOIUrl":"https://doi.org/10.21061/JOTS.V41I1.A.2","url":null,"abstract":"The purpose of this study was to analyze the cost effectiveness of building new-construction single-family homes through the Leadership in Energy and Environmental Design (LEED) program in six counties of Kentucky. The estimated added LEED construction cost was calculated as well as its respective payback period based on the expected utility savings of LEED certification. A mortgage cost comparison was also performed comparing traditional code built to non-LEED single-family homes. Using descriptive statistical analysis on the simple payback period, mortgage costs were compared internally and by county. This study found that The LEED Certified and Silver level had payback periods less than 30 years, and the total 30 year net difference between non-LEED and LEED certified ranged from $-1,193.20 to $1,667.64.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134176399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Value of Informal Learning Environments for Students Engaged in Engineering Design","authors":"C. Denson, M. Lammi, T. White, L. Bottomley","doi":"10.21061/JOTS.V41I1.A.5","DOIUrl":"https://doi.org/10.21061/JOTS.V41I1.A.5","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121504240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}